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Assessment planning: It’s the parts that make up the whole!

Assessment planning: It’s the parts that make up the whole!. Vicki L. Wise Coordinator of Student Affairs Assessment and Research. By the end of this session, Student Affairs members will be able to… 1. Understand and share a common language of assessment.

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Assessment planning: It’s the parts that make up the whole!

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  1. Assessment planning: It’s the parts that make up the whole! Vicki L. Wise Coordinator of Student Affairs Assessment and Research

  2. By the end of this session, Student Affairs members will be able to… 1. Understand and share a common language of assessment. 2. Identify the main components of an assessment model. 3. Feel more comfortable with the assessment process.

  3. #1 Language we can agree on… • Assessment • Is the collection of evidence. Allows us to answer what, where, when, how and why questions • Evaluation • Is using assessment evidence in formative and summative decision making • Research theory • Informs assessment practice in design, instrumentation, analysis, and interpretation • Has broader implications beyond immediate setting • Qualitative, quantitative, and/or mixed methods data • Direct and indirect methods of collecting information • Direct require the students to display their knowledge and skills • Indirect ask students or someone else to reflect on the student learning, behavior, attitudes • Mission • Statement that drives or informs what we are about • Goal • A broad, general statement of what the program wants students to do or know or what the program will do to ensure students are able to demonstrate what they can do or know • Objectives • Are measurable and refer to the specific knowledge, skills, or attitudes that students are expected to achieve through their college experience

  4. Describe the program, its goals and objectives • What is it about? What occurs? Who participates? • Why are you going to do assessment? • To measure student learning, behavior and dispositions • To examine a process • To learn about a phenomena, when little is known • To inform planning and decision-making • To address an issue or concern • To address issues of accountability and responsibility, cost, quality, access, equity, accreditation, retention/attrition, strategic planning, program functioning • What are you specific objectives?

  5. What are your specific objectives? Start with the end in mind…What are the intended outcomes of this program, class, workshop, etc.? What do we want students to learn (know and be able to do) as a result of this experience? Audience (A), always the student. Behavior (B) is the behavior or the action Condition (C) is the condition for the objective Degree of Mastery (D) is the degree of achievement or acceptable criteria. Cognitive (comprehension level) -"Given examples of effective leadership strategies in Student Affairs, the student will be able to accurately identify the effective examples and explain why each example is or isn't effective in 20 words or less.“ Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."

  6. Specify how program objectives align with University goals

  7. Describe evaluation/ assessment methods • Who will be assessed? • Who do we need to hear from to address issue or concerns? Who does/doesn’t participate and why? • Which objectives do you need to assess? • All objectives each year, or a subset • Depends on length/strength of intervention, and time and resources • What methods will you use to assess? • Qualitative, quantitative, mixed methods • Depends on purpose of program, questions to be answered, timing and availability of resources • Sample size: depends on method • Type of instrument/measurement: depends on objectives and methodology • Consider measurement properties and alignment issues • What is your data collection and analysis timeframe? • Formative: progress being made and changes in learning • Summative: when learning experience is complete and outcome has been demonstrated • Schedule of assessment(s): when each outcome is realized and participants have opportunity to meet standard for performance • Program or course embedded/external to program

  8. Describe you results in meeting objectives • How are results the same or different from other years? • How do results relate to other criteria? • What do the results say about your program implementation, instructional methods, and expectations of results? • Describe your dissemination/reporting process • How are your assessment results shared and with whom? • Describe the uses of evaluation/assessment results and actions taken • How will results be used for program improvement and enhanced student learning and growth? • If applicable, how will results be used to change the assessment process?

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